EFL Teachersʹʹ Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background

در سال هاي اخير مفهوم تحول حرفه اي در حيطه آموزش زبان دوم خصوصا عوامل تاثيرگذار بر آن در دوره پساروش از اهميت بسيار برخوردار شده است. اين تحقيق با استفاده از پرسشنامه دلينگر و همكاران به ارتباط بين مولفه هاي اين پرسشنامه و سه عامل معلم شامل جنسيت، تجربه، و پيشينه تحصيلي مي پردازد. نتيجه تحقيق در مورد 59 معلم نشان مي دهد كه اين عوامل عمدتا تاثيري بر برداشت معلمان ار كارآمدي خود ندارند. نتايج دال بر آن است كه معلمان نيازمند رويكرد تامل گرا هستند تا درك درستي از كارآمدي خود پيدا كنند.

In recent years the notion of teachersʹ professional development has featured regularly in the field of second language teaching and received great attention as a result of concerns for teacher education, particularly factors affecting teacherʹs principled pragmatism in the postmethod era. One such factor functioning as the focus of this study is teacher efficacy. Using Dellinger, Bobbett, Olivier, and Ellettʹs (2008) Teachers’ Efficacy Beliefs System-Self Form (TEBS-Self) (consisting of the six sub-scales of communication/clarification, management/climate, accommodating individual differences, motivation of students, managing learning routines, and higher order thinking skills), this study investigated the relationship between EFL teachersʹ expectation of their efficacy and the three teacher variables of gender, years of experience in EFL teaching, and relatedness of their education to ELT. As many as 59 EFL teachers were administered the TEBS-Self. Results showed that the three selected teacher characteristics did not affect teachersʹ evaluation of their efficacy. The findings imply that teachers need reflective teaching practice to develop a good understanding of their efficacy.